Post on 10-Apr-2018
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The Equity Lens
• Passed by the OEIB in 2012, focused on race • Adopted in similar form by other governing
boards, agencies, districts, and institutions • Creating a new narrative • Raising new questions
• How to implement? • How to communicate? • How do we include other conditions that
cause inequity (like socio economic status)?
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Why Race?
• Race/ethnicity is a predictor of poverty, special education status, talented and gifted status, high school graduation, post-secondary credentials and degrees
• The key strategies to combat racism and promote inclusion benefit all students
• Race/ethnicity is a good first step in understanding intersectionality
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0.0%
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90.0%
100.0%
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Stat
ew
ide
Under 5 Population by Oregon County - 2013 Census
Not-White
White
Why race: Statewide in Oregon, 33% of children under 5 are children of color. In six Oregon counties, there are more children of color than white children.
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Asian Black Hispanic NativeAmer PacIslander White MultiRacial
% of population in SPED 7.2% 19.4% 13.3% 18.1% 9.7% 13.5% 10.9%
StdDev 0.2% 0.4% 0.5% 0.4% 0.6% 0.2% 1.2%
7.2%
19.4%
13.3%
18.1%
9.7%
13.5%
10.9%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
Percentage of Students with SPED Identification, by Race/Ethnicity Oregon Statewide Data - 2010 - 2014
Why race: Statewide in Oregon, Black/African American and Native American students are over-represented in Special Education
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0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
AmericanIndian/Alaskan
Native
Black or AfricanAmerican
Native HawaiianPac Islander
Hispanic or Latino Multi-Racial Asian Alone White
Oregon Statewide Poverty Data by Race/Ethnicity 2009-2013 The percentage of individuals whose family income falls below the poverty threshold for their family
size http://www.oregon.gov/10yearplan/Economy_Jobs/Pages/Poverty.aspx
% representation inpoverty byrace/ethnicity
Why race: Statewide in Oregon, most families navigating poverty are white.
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0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
AmericanIndian/Alaskan
Native
Black or AfricanAmerican
Native HawaiianPac Islander
Hispanic or Latino Multi-Racial Asian Alone White
Oregon Statewide Poverty Data by Race/Ethnicity 2009-2013 The percentage of individuals whose family income falls below the poverty threshold for their family
size http://www.oregon.gov/10yearplan/Economy_Jobs/Pages/Poverty.aspx
% likelihood to be inpoverty byrace/ethnicity
Why race: Statewide in Oregon, 50% of American Indian/Alaskan Native and over 30% of Black/African American and Native Hawaiian/Pacific Islander families are navigating poverty.
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0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
AmericanIndian/Alaskan
Native
Black or AfricanAmerican
Native HawaiianPac Islander
Hispanic or Latino Multi-Racial Asian Alone White
Oregon Statewide Poverty Data by Race/Ethnicity 2009-2013 The percentage of individuals whose family income falls below the poverty threshold for their family
size http://www.oregon.gov/10yearplan/Economy_Jobs/Pages/Poverty.aspx
% likelihood to be inpoverty byrace/ethnicity
% representation inpoverty byrace/ethnicity
Why race: This is a comparison of the likelihood of families to be navigating poverty to the number of families navigating poverty.
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Why race: Nationwide, Black workers who make the same salary as White workers have significantly less net worth.
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Culturally Responsive Curriculum, Instruction and
Assessments • Benefits all students • Diverse curriculum; place-based curriculum • Culturally responsive versions of current
strategies • Clubs and student unions; solidarity • Student’s Bill of Rights for assessment
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Intersectionality
• Moving from the simple to the complex • The danger of a single story • A poverty lens
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Complexity
• Each story of our students and families is complex and nuanced, theses stories are less reliable, but more valid
• Quantitative comparisons require simplified models that are more reliable, but less valid
• Challenge is keeping in mind both the complex individual stories and the aggregate to find a balance of reliability and validity
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No research to support the a “Culture of Poverty”
• Significant variations among families navigating poverty
• Much more similarity based on race/ethnicity and place
• No differences in linguistic ability or “word gap” based on economic status
• “Culture of Poverty” is a deficit perspective; normalization of one definition of success
• Benefit: first step in understanding
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No research to support the a “Culture of Poverty”
• Significant variations among families navigating poverty
• Much more similarity based on race/ethnicity and place
• No differences in linguistic ability or “word gap” based on economic status
• “Culture of Poverty” is a deficit perspective; normalization of one definition of success
• Benefit: first step in understanding